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Support Student Learning (support + student_learning)
Selected AbstractsThe Analytics of PowerJOURNAL OF ARCHITECTURAL EDUCATION, Issue 3 2007Re-presenting the Design Jury There can be little argument that the design jury features as a key symbolic event in the education of the architect.1 However, while the centrality of the design jury as a site for learning disciplinary skills, beliefs, and values is now widely acknowledged, there continues to be considerable disagreement about what is learnt and how. While critical pedagogues argue that the design jury is a critic-centered ritual that coerces students into conforming to hegemonic notions of professional identity, the more commonly held conception is that the jury is a student-centered event that supports students in the construction of their own architectural identities.2 This article, inspired by Michel Foucault's studies of relationship between power and the formation of the modern self, reports on the findings of a year-long ethnographic study carried out in one British school of architecture.3 The research sought to unravel the complexities of the design jury as a site of dichotomous power relations, and the findings bring into question the efficacy of the design jury as a ritual that supports useful learning. The article concludes by proposing that the design jury be replaced by a new set of pedagogic events that are carefully constructed to support student learning. [source] Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2007Maria Araceli Ruiz-Primo This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles,the teacher Elicits a question; the Student responds; the teacher Recognizes the student's response; and then Uses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three-question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach [source] How can we prepare medical students for theatre-based learning?MEDICAL EDUCATION, Issue 10 2007Nishan Fernando Context, The quality of medical undergraduate operating theatre-based teaching is variable. Preparation prior to attending theatre may support student learning. Identifying and agreeing key skills, competences and objectives for theatre-based teaching may contribute to this process of preparation. Methods, We carried out a cross-sectional survey of consultant surgeons and students using a forced choice questionnaire containing 16 skills and competences classified as ,essential', ,desirable' or ,not appropriate', and a choice of 6 different teaching methods, scored for perceived effectiveness on a 5-point Likert scale. Questionnaire content was based on the findings from an earlier qualitative study. Results, Comparative data analyses (Mann, Whitney and Kruskal,Wallis tests) were carried out using spss Version 14. A total of 42 consultant surgeons and 46 students completed the questionnaire (46% and 100% response rates, respectively). Knowledge of standard theatre etiquette and protocols, ability to scrub up adequately, ability to adhere to sterile procedures, awareness of risks to self, staff and patients, and appreciation of the need for careful peri-operative monitoring were considered ,essential' by the majority. Student and consultant responses differed significantly on 5 items, with students generally considering more practical skills and competences to be essential. Differences between students on medical and surgical attachments were also identified. Conclusions, Consultant surgeons and medical students agree on many aspects of the important learning points for theatre-based teaching. Compared with their teachers, students, particularly those on attachment to surgical specialties, are more ambitious , perhaps overly so , in the level of practical skills and risk awareness they expect to gain in theatre. [source] Questioning, promoting and evaluating the use of streaming video to support student learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2003Kerry Shephard This paper uses case studies to describe how streaming video is currently used to support student learning in post compulsory education in the UK. It describes the current role of streaming video and identifies processes that could extend the application of streaming in education. It attempts to establish a case for more formal evaluation and communication of educa-tional processes involving streaming and identifies elements of a research agenda that could further develop the application of streaming technology in education. [source] | ||||||||||